The concept of progress has become a more important issue since January and the introduction of the new Ofsted framework, which focuses on pupils making two levels of progress across a key stage and on schools narrowing the gaps between vulnerable groups and other pupils, both within school and against national benchmarks. The issue of showing progress is particularly challenging for Sencos, as pupils tend to make progress in very individual ways, and sometimes in very small, possibly imperceivable increments.
Making and Measuring Progress for Pupils with SEND: Strategies to achieve and demonstrate progress eBook
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Making and Measuring progress for pupils with SEND will enable you to:
- understand what progression looks like and means for pupils with SEND
- plan for pupils with SEND to make progress in busy mixed ability classrooms
- know what progress can be measured and how to do it
- involve SEND pupils in monitoring their own progress
- identify any training needs when it comes to measuring progression for pupils with SEND
- demonstrate progression of SEND pupils to Ofsted.
Summary of contents
Ofsted requirements and definitions of progression for pupils with SEND
Baselining performance of SEND pupils (including identification and assessment) – what information is already available, and what needs to be gathered? (Examples of information available might include EYFS outcomes, Educational Psychologist and medical assessments, end of KS performance, reading ages, etc.)
What does progression look like and mean for SEND pupils?
- Achievement and progress in NC subjects, including P Scales: Whole and sub-levels
- Use of SEN Progression Guidance, FFT, RaiseOnline, CEM for benchmarking
- Progress in IEP targets – IEPs (individual and group) v personalised learning plans (examples of formats used by different schools)
- Progress in behaviour /emotional /social skills development
- Progress in learning skills
- Progress in literacy skills: reading, spelling, short-term memory, handwriting
- Progress in speech and language (where appropriate)
- Progress in individual targeted programmes / interventions
Planning for progression: How can teachers in busy classrooms plan for pupils with SEN and ensure progression in their learning? The role of the SENCo in supporting teachers’ planning. Good practice examples of subject planning and provision maps that are related to IEP / personal targets / individual needs.
What progress can be measured and how?
Who will do this and how often should progress be measured? (Include references to SEND provision maps)
Involving SEND pupils in monitoring their progress
What training is required when measuring SEND progression?
How to present progress of SEND pupils for monitoring purposes
Suggested Case study formats for SENCOs
Examples of how SENCos in Secondary and Primary schools have monitored progression of SEND pupils
Suggested SEND assessment resources